{"id":849,"date":"2023-11-30T16:25:16","date_gmt":"2023-11-30T16:25:16","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/?page_id=849"},"modified":"2026-08-05T10:17:35","modified_gmt":"2026-08-05T09:17:35","slug":"early-years","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/early-years\/","title":{"rendered":"Early Years"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-last builder-text-columns-2 layout-9\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<h2><strong>Early Years<\/strong><\/h2>\n<p>The Early Years Pedagogy Team develop and deliver training packages which align to national and local authority priorities, attainment data and national and local inspection findings.<\/p>\n<p>You can access our training in a variety of ways:<\/p>\n<ul>\n<li>Cluster based training<\/li>\n<li>Individual bespoke training in your own setting<\/li>\n<li>Digital training sessions accessed via the Early Level Portal (see below)<\/li>\n<li>Training packages focus on different aspects of Early Years pedagogy and practice such as observations, ELC 2, planning and supporting self-regulation.<\/li>\n<\/ul>\n<p><strong>The Early Years PL Offers for 2026\/27 are outlined below:<\/strong><\/p>\n<table width=\"991\">\n<tbody>\n<tr>\n<td width=\"103\">\n<p><strong>Level: Informed, Skilled, Enhanced<\/strong><\/p>\n<\/td>\n<td width=\"124\">\n<p><strong>Session name<\/strong><\/p>\n<\/td>\n<td width=\"302\">\n<p><strong>Outline<\/strong><\/p>\n<\/td>\n<td width=\"180\">\n<p><strong>Additional info<\/strong><\/p>\n<\/td>\n<td width=\"113\">\n<p><strong>Dates<\/strong><\/p>\n<\/td>\n<td width=\"169\">\n<p><strong>To Book<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>Embedding Speech, Language and Communication supportive environments in the ELC.<\/p>\n<p>Learning, teaching, assessment<\/p>\n<\/td>\n<td width=\"302\">\n<ol>\n<li>Deepen your knowledge and understanding of what a speech, language and communication supportive environment looks like in practice and why it is important.<\/li>\n<li>Take action to improve your speech, language and communication environment in your own setting.<\/li>\n<li>Share practice about the impact of your action and learn from the successes of others.<\/li>\n<\/ol>\n<\/td>\n<td width=\"180\">\n<p>For ELC staff teams or individuals<\/p>\n<p>4 sessions<\/p>\n<p>Attendance at all 4 sessions is mandatory<\/p>\n<p>There is an expectation that participants apply learning in practice and contribute to sharing practice.<\/p>\n<\/td>\n<td width=\"113\">\n<p>TBC<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>Leads: Rosie Macdonald, Laura Smithson, Tracey Bell (Equity and Excellence Leads)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>Growing successful writers in ELC.<\/p>\n<p>Learning, teaching, assessment<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Better understand the standard for on track in writing by the end of ELC 4.<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Know how to embed emerging literacy concepts in practice to support early writing skills.<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand the balance between mark making with freedom and mark making for a purpose through rich spaces and experiences.<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Better understand the role of the adult in developing capable writers<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Applying my learning into practice<\/p>\n<\/td>\n<td width=\"180\">\n<p>EYPs, EYOs, SEYOs<\/p>\n<p>4 sessions of 1 hour<\/p>\n<p>Attendance at all 4 sessions is mandatory There is an expectation that participants apply learning in practice.<\/p>\n<\/td>\n<td width=\"113\">\n<p>TBC<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>2 x EELs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Laura Smithson,<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tracey Bell<\/p>\n<p>2 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rachel Pow (EYT)<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Charlotte Shortel (EYT)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>\u2018Be the Calm\u2019 -developing de-escalation and co-regulation skills in the early years.<\/p>\n<p>Inclusion<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop understanding of why dysregulation may occur<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the signs of dysregulation<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore de-escalation strategies<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore co-regulation approaches<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Model restorative approaches to resolve minor conflict<\/p>\n<p>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply learning into practice<\/p>\n<\/td>\n<td width=\"180\">\n<p>All staff working in ELCs<\/p>\n<\/td>\n<td width=\"113\">\n<p>12\/01\/27\u00a0<\/p>\n<p>26\/01\/27\u00a0<\/p>\n<p>16\/02\/27\u00a0<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>2 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Katie Neil<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Amelia Smith<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Informed<\/p>\n<\/td>\n<td width=\"124\">\n<p>Raising awareness of neuro-affirming environments in early years<\/p>\n<p>inclusion<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understanding &amp; Ethos<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Predictable, Structured Environments<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sensory\u2011considerate design<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Flexible Play &amp; Learning Opportunities<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inclusive Communication Practices<\/p>\n<p>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Emotional Safety &amp; Regulation Support<\/p>\n<p>7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Flexible Expectations &amp; Reduced Demands<\/p>\n<p>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Strong Relationships with Families<\/p>\n<p>9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Reducing restrictive practice<\/p>\n<\/td>\n<td width=\"180\">\n<p>All staff working in ELCs<\/p>\n<\/td>\n<td width=\"113\">\n<p>TBC<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>2 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cheryl Jackson<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 George Crawford<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>Bringing inclusion and diversity to life through Storytelling. Exploring an anti-racist curriculum in the Early Years Sector.<\/p>\n<p>Inclusion<\/p>\n<\/td>\n<td width=\"302\">\n<p>This two-part professional learning builds on Early Years practitioners\u2019 anti-racist practice meeting them at their place of learning, responding to the importance of embedding a right- based and anti-racist approach in the curriculum.<\/p>\n<p>The first part of the professional learning will utilise Scotdecs\u2019 anti-racist resource to reflect on the anti-racist principles, explore a framework for adopting an anti-racist approach and model methodologies and resources to support practitioners in their settings. Practitioners will also be given the opportunity to connect this learning to storytelling and imaginative play in developing writing skills, by considering tools that support adopting an anti-racist approach through books and concrete examples of diverse texts and case studies of the work already demonstrated in Scottish Border\u2019s Early Years settings.<\/p>\n<p>The second part of the professional learning will be an opportunity to reflect and share on the impact of the tools, methodologies and frameworks presented in the first part of the professional learning. Practitioners will have the opportunity to share how they are embedding anti-racism and rights in their practice, demonstrating the impact on learners and families, and mapping out their next steps.<\/p>\n<\/td>\n<td width=\"180\">\u00a0<\/td>\n<td width=\"113\">\n<p>29<sup>th<\/sup> January 2-3pm\u00a0<\/p>\n<p>5<sup>th<\/sup> March 2-3pm<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>Led by ScotDec<\/p>\n<p>1 EYT \u2013 Danielle<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Informed<\/p>\n<\/td>\n<td width=\"124\">\n<p>Pondering Pedagogy (adapted Education Scotland materials facilitated by EYTs)<\/p>\n<p>Learning, teaching, assessment<\/p>\n<\/td>\n<td width=\"302\">\n<p>Explore:<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Child development<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pedagogy and play<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Observation, interpretation, and documentation<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Facilitation<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Responsive and intentional planning<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Transitions<\/p>\n<\/td>\n<td width=\"180\">\n<p>EYPs<\/p>\n<p>6 sessions (each session up to 1.5 hours)<\/p>\n<\/td>\n<td width=\"113\">\n<p>TBC<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>4 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Danielle<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kerry<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rochelle<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Naomi Cessford<\/p>\n<p>Jude Angus (shadowing)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Enhanced<\/p>\n<\/td>\n<td width=\"124\">\n<p>Learn.\u00a0\u00a0Lead. Embed. Inspire \u2013 Interactions<\/p>\n<p><em>Leading and Embedding High-Quality Interactions <\/em><em>\u200b<\/em><em>with your Team<\/em><\/p>\n<p><em>\u00a0<\/em><\/p>\n<p>Leadership<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore an approach to use with your team\u00a0which makes effective use of data, self-evaluation tools, next steps and\u00a0action planning, to improve the quality of adult-child interactions.<\/p>\n<\/td>\n<td width=\"180\">\n<p>Whole teams or Managers, Room Leads, EYOs\/SEYOs\/SLT\/0.1s<\/p>\n<\/td>\n<td width=\"113\">\n<p>27<sup>th<\/sup> Nov<\/p>\n<p>19<sup>th<\/sup> Feb<\/p>\n<p>28<sup>th<\/sup> May<\/p>\n<p>All 2pm \u2013 3pm<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>2 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lorna<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Danielle<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>Re-run<\/p>\n<p>Inspiration, Innovation and Impact<\/p>\n<p>Learning, teaching, assessment<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To\u00a0implement changes\u00a0to\u00a0create\u00a0stimulating\u00a0indoor\u00a0spaces\u00a0which enable\u00a0children\u00a0to\u00a0explore, experiment, and develop curiosity and creativity\u00a0throughout the setting.\u00a0<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To\u00a0demonstrate\u00a0that\u00a0children are highly confident and\u00a0engaged in\u00a0spaces\u00a0to\u00a0meet their changing developmental needs.\u00a0\u00a0<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To be\u00a0highly effective in using the environment to support children\u2019s development of skills in order them to adapt and thrive in today&#8217;s world.\u00a0<\/p>\n<\/td>\n<td width=\"180\">\n<p>A\u00a0series of\u00a05\u00a0core (mandatory)\u00a0CLPL\u00a0sessions\u00a0(1 hour each\u00a0presented\u00a0virtually)\u00a0and an expectation participants will engage in a minimum of three hours implementing learning in practice\u00a0sharing on a\u00a0designated\u00a0Padlet\u00a0.<\/p>\n<\/td>\n<td width=\"113\">\n<p>18<sup>th<\/sup> Sept<\/p>\n<p>2<sup>nd<\/sup> Oct<\/p>\n<p>20<sup>th<\/sup> Nov<\/p>\n<p>29<sup>th<\/sup> Jan<\/p>\n<p>19<sup>th<\/sup> Mar<\/p>\n<p>All 2pm-3pm<\/p>\n<\/td>\n<td width=\"169\">\n<p>Microsoft Teams<\/p>\n<p>Booking through Business World<\/p>\n<p>3 x EYTs<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kerry<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rochelle<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Judy<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"103\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"124\">\n<p>Developing my pedagogical leadership skills<\/p>\n<p>Leadership<\/p>\n<\/td>\n<td width=\"302\">\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What is pedagogical leadership?<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand the behaviours and qualities of pedagogical leaders.<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand the actions of pedagogical leaders.<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Engage in a practitioner enquiry project to develop my leadership skills in practice.<\/p>\n<\/td>\n<td width=\"180\">\n<p>All ELC staff<\/p>\n<\/td>\n<td width=\"113\">\n<p>TBC<\/p>\n<\/td>\n<td width=\"169\">\n<p>Rosie MacDonald<\/p>\n<p>Judy Abram<\/p>\n<p>Susan Graham<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"https:\/\/forms.office.com\/e\/jPExhiby6b\">Course Booking Form for Private &amp; Voluntary Nurseries<\/a><\/p>\n<hr class=\"ttfmake-hr\" style=\"border-style: solid; border-top-width: 1px;\" \/>\n<p>For further information or to arrange Early Years Training from the pedagogy team please contact the central Early Years Team <a href=\"mailto:earlyyearsteamed@scotborders.gov.uk\">earlyyearsteamed@scotborders.gov.uk<\/a> or your cluster link officer.<\/p>\n<p><em><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/\"><img decoding=\"async\" class=\"alignleft\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2021\/11\/15133337\/Picture-4-1024x507.png\" width=\"335\" height=\"166\" \/><\/a><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/\">The Early level Portal<\/a>\u00a0is a one stop shop for key messages around pedagogy and practice across Early Years and the Early Level curriculum linking to national and local guidance and documentation. Scottish Borders Council\u2019s Early Years Training Packages can also be accessed here.<\/em><\/p>\n<p>Early years training from partner providers out with Scottish Borders are also advertised through the Professional Learning Blog and weekly communications. These can be booked through Business World.<\/p>\n<hr class=\"ttfmake-hr\" style=\"border-style: solid; border-top-width: 1px;\" \/>\n<p><strong>Recommended self-directed Professional Learning<\/strong><\/p>\n<table width=\"991\">\n<tbody>\n<tr>\n<td width=\"94\">\n<p><strong>Level: Informed, Skilled, Enhanced<\/strong><\/p>\n<\/td>\n<td width=\"123\">\n<p><strong>Session name<\/strong><\/p>\n<\/td>\n<td width=\"775\">\n<p><strong>Outcomes<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"94\">\n<p>Informed<\/p>\n<\/td>\n<td width=\"123\">\n<p>Developing your trauma skilled practice 1 : understanding the impact of trauma and responding in a trauma-informed way<\/p>\n<p>Inclusion<\/p>\n<\/td>\n<td width=\"775\">\n<p><a href=\"https:\/\/learn.nes.nhs.scot\/search\/searchresults?facet=CreatorOrganisation&amp;facetvalue=NHS+Education+for+Scotland+(NES)\">NHS Education for Scotland (NES)<\/a><\/p>\n<p>This is the foundational module for a set of learning resources from the National Trauma Training Program and is designed to increase your understanding of what psychological trauma is, how it can affect the people you work with, and how people can be supported to recover.<\/p>\n<p>Learning Outcomes:<br \/>1. To understand the prevalence of traumatic events 2. To identify the factors that can influence how we respond to and are affected by traumatic events in order to survive 3.To recognise how trauma and adversity may be affecting the people you are working with 4. To understand how to develop trauma informed relationships that incorporate trust, safety, choice and collaboration, and control and empowerment 5.To understand the importance of self-care in this line of work.<\/p>\n<p>Type:\u00a0eLearning<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"94\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"123\">\n<p>Developing your trauma skilled practice 2 : trauma in children and young people<\/p>\n<p>Inclusion<\/p>\n<\/td>\n<td width=\"775\">\n<p><a href=\"https:\/\/learn.nes.nhs.scot\/search\/searchresults?facet=CreatorOrganisation&amp;facetvalue=NHS+Education+for+Scotland+(NES)\">NHS Education for Scotland (NES)<\/a><\/p>\n<p>This supplementary module is part of the Developing your Trauma Skilled Practice e-learning program and is designed for anyone working with children and young people who may have been affected by traumatic events. Please complete the foundational module &#8220;Developing your trauma skilled practice 1&#8221; if you have not done so already.<\/p>\n<p>Learning Outcomes:<br \/>1.To recognise the impact of trauma on children and young people 2. To understand how children and young people recover from trauma 3. To learn how to meet the needs of children and young people who have experienced trauma.<\/p>\n<p>Type:\u00a0eLearning<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr class=\"ttfmake-hr\" style=\"border-style: solid; border-top-width: 1px;\" \/>\n<p><strong>Coming soon&#8230; Early Years Networks for 2026\/27<\/strong><\/p>\n<table width=\"991\">\n<tbody>\n<tr>\n<td width=\"94\">\n<p><strong>Level: Informed, Skilled, Enhanced<\/strong><\/p>\n<\/td>\n<td width=\"123\">\n<p><strong>Session name<\/strong><\/p>\n<\/td>\n<td width=\"775\">\n<p><strong>Outcomes<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"94\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"123\">\n<p>Cluster EYO and SEYO network<\/p>\n<p>Learning, teaching, assessment\/inclusion<\/p>\n<\/td>\n<td rowspan=\"2\" width=\"775\">\n<p>The Equity and Excellence Leads and Early Years Teachers may facilitate a network within your cluster or across SBC.\u00a0 The network becomes a professional learning community where practitioners feel connected, supported, challenged, and inspired to improve practice together<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"94\">\n<p>Skilled<\/p>\n<\/td>\n<td width=\"123\">\n<p>PEEP network<\/p>\n<p>Learning, teaching, assessment<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-2\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t<aside id=\"ttfmp-post-list-39\" class=\"widget ttfmp-widget-post-list\"><h4 class=\"widget-title\">Early Years Blog Posts<\/h4>\t\t<div class=\"ttfmp-post-list columns-1 thumbnail-top has-excerpt\">\r\n\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/pondering-pedagogy-in-early-learning-and-childcare-2\/\">\r\n\t\t\tPondering Pedagogy, in Early Learning and Childcare\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/pondering-pedagogy-in-early-learning-and-childcare-2\/\" rel=\"bookmark\">\r\n\t\t\tMay 20, 2026\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>A 6 part, Professional Learning Activity (PLA) for Early Learning and Childcare practitioners Individual learning, or group facilitated versions available Let\u2019s explore The PLA will explore: Child development Pedagogy and play Observation, interpretation, and documentation Facilitation Responsive and intentional planning Transitions Quote from previous participant. \u201cI found the sessions built&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/pondering-pedagogy-in-early-learning-and-childcare-2\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/ssc-webinar-with-learning-through-landscapes-making-outdoor-learning-and-play-inclusive-wednesday-17th-june-2026-4-5pm\/\">\r\n\t\t\tSSC Webinar with Learning through Landscapes: Making Outdoor Learning and Play Inclusive: Wednesday, 17th June 2026: 4-5pm\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/ssc-webinar-with-learning-through-landscapes-making-outdoor-learning-and-play-inclusive-wednesday-17th-june-2026-4-5pm\/\" rel=\"bookmark\">\r\n\t\t\tMay 20, 2026\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>Making Outdoor Learning and Play Inclusive Date: Wednesday, 17th June 2026 Time: 4pm &#8211; 5pm Platform: Teams Cost: Free (Registration required) &nbsp; Learning through Landscapes (LtL) is the UK&#8217;s leading outdoor learning and play charity. Join Jane Mackenzie (Early Years Lead, Scotland) and Niki Cooke (Training and Development Officer) as&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/05\/20\/ssc-webinar-with-learning-through-landscapes-making-outdoor-learning-and-play-inclusive-wednesday-17th-june-2026-4-5pm\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/03\/24\/nurturing-nature-family-learning-in-local-greenspace-3\/\">\r\n\t\t\tNurturing Nature \u2013 Family Learning in local Greenspace\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/03\/24\/nurturing-nature-family-learning-in-local-greenspace-3\/\" rel=\"bookmark\">\r\n\t\t\tMarch 24, 2026\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>Monday 15 February 2027, 9am &#8211; 3:15pm &#8211; Broomlands Primary School Equip Early Years Practitioners with practical tools and understanding to deliver a family learning programme harnessing the benefits of their local green spaces. Participants will: \u2022 Understand the benefits of the nurturing nature approach \u2022 Consider ways of engaging&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/03\/24\/nurturing-nature-family-learning-in-local-greenspace-3\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/02\/05\/curious-twos-community-of-practice\/\">\r\n\t\t\tCurious Two&#8217;s &#8211; Community of Practice\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/02\/05\/curious-twos-community-of-practice\/\" rel=\"bookmark\">\r\n\t\t\tFebruary 5, 2026\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>17 March &#8211; 9 June 2026 Target audience &#8211; anyone working with ELC 2s, including Managers and EYOs in settings with ELC 2s. A series of six one hour-long collaborative sessions where we will come together to reflect on the joys and unique challenges of working with ELC 2s. Each&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/02\/05\/curious-twos-community-of-practice\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/01\/14\/education-scotland-curriculum-improvement-cycle-3-18-sciences-upcoming-webinars\/\">\r\n\t\t\tEducation Scotland Curriculum Improvement Cycle (3\u201318 Sciences): Upcoming Webinars\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/01\/14\/education-scotland-curriculum-improvement-cycle-3-18-sciences-upcoming-webinars\/\" rel=\"bookmark\">\r\n\t\t\tJanuary 14, 2026\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>The Curriculum Improvement Cycle (CIC) for 3\u201318 Sciences is well underway, with significant progress already achieved through the valuable engagement of practitioners across Scotland. Last year, the Education Scotland science team hosted four webinars, providing updates on the CIC and consulting on key aspects of the process with colleagues across&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2026\/01\/14\/education-scotland-curriculum-improvement-cycle-3-18-sciences-upcoming-webinars\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"ttfmp-post-list-item\">\r\n\t\t\t\t\t\t\r\n<header class=\"ttfmp-post-list-item-header\">\r\n\t\t\t<strong class=\"ttfmp-post-list-item-title\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2025\/12\/17\/emerging-literacy-links\/\">\r\n\t\t\tEmerging Literacy Links\t\t<\/a>\r\n\t<\/strong>\r\n\t\t\t<span class=\"ttfmp-post-list-item-date\">\r\n\t\t<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2025\/12\/17\/emerging-literacy-links\/\" rel=\"bookmark\">\r\n\t\t\tDecember 17, 2025\t\t<\/a>\r\n\t<\/span>\r\n\t<\/header>\r\n<div class=\"ttfmp-post-list-item-content\">\r\n\t<p>The Emerging Literacy training package is available online \u2013 via the portal pages which have lots of information on them and the recorded training is in 4 parts that covers the emerging literacy training on each page. https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-and-english\/ Emerging Literacy &amp; English, Oral Language &amp; Phonological Awareness \u2013 Early Level&hellip; <a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/2025\/12\/17\/emerging-literacy-links\/\">Read more<\/a><\/p>\n<\/div>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\r\n\t\t\t\r\n\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t\t<\/aside>\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Early Years The Early Years Pedagogy Team develop and deliver training packages which align to national and local authority priorities, attainment data and national and local inspection findings. You can access our training in a variety of ways: Cluster based training Individual bespoke training in your own setting Digital training sessions accessed via the Early &hellip;<\/p>\n","protected":false},"author":9334,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-849","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/pages\/849","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/users\/9334"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/comments?post=849"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/pages\/849\/revisions"}],"predecessor-version":[{"id":3306,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/pages\/849\/revisions\/3306"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/wp-json\/wp\/v2\/media?parent=849"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}